Didactic of Teaching English Language
UPCOMING CONTRACT-BASED
RECRUITMENT EXAM
(2021/2022)
, Table of Content
1. The definition of Didactic……………………………………………………….3
2. The difference between an approach, method and technique………………...3
3. Learning theories………………………………………………………………..4
3.1. The definition of learning……………………………………………………….4
3.2. Common learning theories……………………………………………………...4
3.3. Behaviourism…………………………………………………………….………4
3.4. Cognitivism………………………………………………………………………5
3.5. Innatism…………………………………………………………………………..5
3.6. Constructivism………………..………………………………………………….6
3.7. Social constructivism…………………………………………………………….7
3.8. Krahsen theory…………………………………………………………………...8
3.9.Multiple intelligences……………………………………………………………..9
4. Teaching methods………………………………………………………………..10
4.1. Grammar Translation Method…………………………………………………10
4.2. The Direct method…………………………………………………………… ...11
4.3. Audio lingual method……………………………………………………………13
4.4. The Silent method……………………………………………………………….14
4.5. Suggestopedia……………………………………………………………………15
4.6. Community language learning…………………………………………………17
4.7. Total Physical Response………………………………………………………..18
4.8. Communicative language teaching…………………………………………….19
5. Approaches of English language learning……………………………………...22
5.1. Standard based approach………………………………………………………22
5.2. Competency based approach…………………………………………………...23
5.3. Communicative approach…………………………………………………...….23
5.4. Content based approach………………………………………………………...23
5.5. Eclectic approach…….………………………………………………………….24
5.6. The natural approach……………………………………………………………24
6. Teaching the four skills…………………………………………………………..24
6.1. How to teach Listening…………………………………………………………..25
6.2. How to teach Reading………………………………………………………… ...25
6.3.How to teach Speaking……………………………………………………………26
6.4. How to teach Writing…………………………………………………………….27
7. Teaching Language Components………………………………………………..27
7.1. How to teach Functions………………………………………………………….28
7.2. How to teach Grammar…………………………………………………………28
8. Assessment……………………………………………………………………….29
8.1. The definition of assessment……………………………………………………29
8.2. The types of assessment: Summative & Formative…………………………..29
9. The definition and types of a Test……………………………………………...30
9.1. Criteria of designing an effective test………………………………………….31
10. Error correction…………………………………………………………………31
10.1. Error and mistake………………………………………………………..31
10.2. Sources of errors…………………………………………………………32
,10.3. Error Correction types…………………………………………………..32
11. Classroom Management…………………….……………………………33
11.1. How to prevent disruptive behaviour……………………………………33
11.2. How to deal with disruptive student……………………………………..34
12. The pedagogical Contract…………………………………………………34
13. The Qualities of a good teacher…………………………………………..35
14. Lesson Plan………………………………………………………………..35
15. Frameworks of teaching language aspects………………………………36
15.1. PPP Framework…………………………………………………………..36
15.2. ECRIF Framework……………………………………………………….37
16. Teacher’s Documents……………………………………………………..37
17. Teacher’s Roles…………………………………………………………...38
18. Didactic Concepts………………………………………………………….39
19. Explaining meaning……………………………………………………….44
20. Top down & Bottom up strategies……………………………………….45
21. The difference between Syllabus and Curriculum………………………45
22. Learning Styles…………………………………………………………….46
23. Didactic lesson structure………………………………………………….47
24. Bloom Taxonomy………………………………………………………….48
3
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, I. The Definition of Didactic
Didactics is one of the Sciences of Education. In particular, it deals with the processes of
teaching and learning. It is different from other Education Sciences in that it concentrates
specifically on how teachers, learners and knowledge interact and support one another. Because
of this reason, it is a key subject in the teacher education curriculum. Given its emphasis it acts
as a hinge between the general education subjects and the subject-specific
disciplines, which make up the core of a teacher's knowledge.
Didactics is a “field of pedagogy that deals with theories, ideas, principles and
instructions directed at successful conduction of educational process”.
The science, art or practice of teaching. A theory and practical application of teaching
and learning.
Psychology helps teachers understand how students learn so they claim that Didactics is
part of Psychology. For the same reasons, Pedagogy is concerned with how people are educated
and they also claim that Didactics is part of Pedagogy.
I. The Difference between an Approach, Method, Technique and Methodology
The terms approach, method, and technique are interrelated words. These concepts have
been discussed by various scholars, among of which is Douglas Brown. The discussions
were/are mostly intended to make a distinction between the three terms and to show the
correlation between them.
a. Approach
An approach is a set of assumptions, beliefs and theoretical views about the nature of
language (Brown). In lay words, It’s Generally, a theory that attempts to explain how languages
are learned. For example, behaviourism is a language learning theory that suggests that learning
language occurs through a process of stimulus/response and reinforcement.
“An approach is an integrated set of theoretical & practical beliefs embodying both
syllabus and method” (how learning a language takes place).
It represents the philosophy about both the theory of language and the theory of
learning.
b. Method
A method is a set of techniques or procedures that are used systematically with the aim of
reaching efficient learning. A method is often based upon the premises of an approach (es). The
audiolingual method is an example of teaching method; it is based on the premises of
behaviourism. “how to conduct teaching and learning”.
o A practical implementation of an approach.
c. Technique
PPP (presentation, practice, production) is one of the famously known and most widely
used techniques in language teaching. This Technique is characteristic of audiolingual method.
It is therefore one of the many techniques of the audiolingual method. If a method is a set of
techniques/procedures that are intended to make the process of learning fruitful, a technique is
one single technique of a method. “It is a way of carrying out a task”. For instance; spider map,
mind map, brainstorming, jigsaw…
o Any of a wide variety of exercises, activities, or devices used in the language classroom
for realizing lesson objectives.
o Practice that operate in teaching a language according to a particular method. So
technique is part and parcel of procedure.
d. Methodology
A methodology is a set of classroom techniques, procedures irrespective of the particular
method the teacher is using. A methodology is related to the teacher’s style and choice, it ‘s
4
Downloaded by Mohamed Bimasmaren ()
UPCOMING CONTRACT-BASED
RECRUITMENT EXAM
(2021/2022)
, Table of Content
1. The definition of Didactic……………………………………………………….3
2. The difference between an approach, method and technique………………...3
3. Learning theories………………………………………………………………..4
3.1. The definition of learning……………………………………………………….4
3.2. Common learning theories……………………………………………………...4
3.3. Behaviourism…………………………………………………………….………4
3.4. Cognitivism………………………………………………………………………5
3.5. Innatism…………………………………………………………………………..5
3.6. Constructivism………………..………………………………………………….6
3.7. Social constructivism…………………………………………………………….7
3.8. Krahsen theory…………………………………………………………………...8
3.9.Multiple intelligences……………………………………………………………..9
4. Teaching methods………………………………………………………………..10
4.1. Grammar Translation Method…………………………………………………10
4.2. The Direct method…………………………………………………………… ...11
4.3. Audio lingual method……………………………………………………………13
4.4. The Silent method……………………………………………………………….14
4.5. Suggestopedia……………………………………………………………………15
4.6. Community language learning…………………………………………………17
4.7. Total Physical Response………………………………………………………..18
4.8. Communicative language teaching…………………………………………….19
5. Approaches of English language learning……………………………………...22
5.1. Standard based approach………………………………………………………22
5.2. Competency based approach…………………………………………………...23
5.3. Communicative approach…………………………………………………...….23
5.4. Content based approach………………………………………………………...23
5.5. Eclectic approach…….………………………………………………………….24
5.6. The natural approach……………………………………………………………24
6. Teaching the four skills…………………………………………………………..24
6.1. How to teach Listening…………………………………………………………..25
6.2. How to teach Reading………………………………………………………… ...25
6.3.How to teach Speaking……………………………………………………………26
6.4. How to teach Writing…………………………………………………………….27
7. Teaching Language Components………………………………………………..27
7.1. How to teach Functions………………………………………………………….28
7.2. How to teach Grammar…………………………………………………………28
8. Assessment……………………………………………………………………….29
8.1. The definition of assessment……………………………………………………29
8.2. The types of assessment: Summative & Formative…………………………..29
9. The definition and types of a Test……………………………………………...30
9.1. Criteria of designing an effective test………………………………………….31
10. Error correction…………………………………………………………………31
10.1. Error and mistake………………………………………………………..31
10.2. Sources of errors…………………………………………………………32
,10.3. Error Correction types…………………………………………………..32
11. Classroom Management…………………….……………………………33
11.1. How to prevent disruptive behaviour……………………………………33
11.2. How to deal with disruptive student……………………………………..34
12. The pedagogical Contract…………………………………………………34
13. The Qualities of a good teacher…………………………………………..35
14. Lesson Plan………………………………………………………………..35
15. Frameworks of teaching language aspects………………………………36
15.1. PPP Framework…………………………………………………………..36
15.2. ECRIF Framework……………………………………………………….37
16. Teacher’s Documents……………………………………………………..37
17. Teacher’s Roles…………………………………………………………...38
18. Didactic Concepts………………………………………………………….39
19. Explaining meaning……………………………………………………….44
20. Top down & Bottom up strategies……………………………………….45
21. The difference between Syllabus and Curriculum………………………45
22. Learning Styles…………………………………………………………….46
23. Didactic lesson structure………………………………………………….47
24. Bloom Taxonomy………………………………………………………….48
3
Downloaded by Mohamed Bimasmaren ()
, I. The Definition of Didactic
Didactics is one of the Sciences of Education. In particular, it deals with the processes of
teaching and learning. It is different from other Education Sciences in that it concentrates
specifically on how teachers, learners and knowledge interact and support one another. Because
of this reason, it is a key subject in the teacher education curriculum. Given its emphasis it acts
as a hinge between the general education subjects and the subject-specific
disciplines, which make up the core of a teacher's knowledge.
Didactics is a “field of pedagogy that deals with theories, ideas, principles and
instructions directed at successful conduction of educational process”.
The science, art or practice of teaching. A theory and practical application of teaching
and learning.
Psychology helps teachers understand how students learn so they claim that Didactics is
part of Psychology. For the same reasons, Pedagogy is concerned with how people are educated
and they also claim that Didactics is part of Pedagogy.
I. The Difference between an Approach, Method, Technique and Methodology
The terms approach, method, and technique are interrelated words. These concepts have
been discussed by various scholars, among of which is Douglas Brown. The discussions
were/are mostly intended to make a distinction between the three terms and to show the
correlation between them.
a. Approach
An approach is a set of assumptions, beliefs and theoretical views about the nature of
language (Brown). In lay words, It’s Generally, a theory that attempts to explain how languages
are learned. For example, behaviourism is a language learning theory that suggests that learning
language occurs through a process of stimulus/response and reinforcement.
“An approach is an integrated set of theoretical & practical beliefs embodying both
syllabus and method” (how learning a language takes place).
It represents the philosophy about both the theory of language and the theory of
learning.
b. Method
A method is a set of techniques or procedures that are used systematically with the aim of
reaching efficient learning. A method is often based upon the premises of an approach (es). The
audiolingual method is an example of teaching method; it is based on the premises of
behaviourism. “how to conduct teaching and learning”.
o A practical implementation of an approach.
c. Technique
PPP (presentation, practice, production) is one of the famously known and most widely
used techniques in language teaching. This Technique is characteristic of audiolingual method.
It is therefore one of the many techniques of the audiolingual method. If a method is a set of
techniques/procedures that are intended to make the process of learning fruitful, a technique is
one single technique of a method. “It is a way of carrying out a task”. For instance; spider map,
mind map, brainstorming, jigsaw…
o Any of a wide variety of exercises, activities, or devices used in the language classroom
for realizing lesson objectives.
o Practice that operate in teaching a language according to a particular method. So
technique is part and parcel of procedure.
d. Methodology
A methodology is a set of classroom techniques, procedures irrespective of the particular
method the teacher is using. A methodology is related to the teacher’s style and choice, it ‘s
4
Downloaded by Mohamed Bimasmaren ()
